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Positive Learning Environment Plan

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Maeghan Swann

on 26 March 2013

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Transcript of Positive Learning Environment Plan

Foundation Results Results Teacher Will: Respect dialogue and encourage different ways of thinking A Positive Learning Environment Plan Students tend to ask this question more than anything else: "Is this the right answer?" Teachers should learn to ask back: "Why do you think this is the right answer?" I have found that at first my students couldn't defend their position but slowly but surely they became able to explain their reasoning and therefore relied on my help less and less as they became confident in their own answers. Students will be able to easily sort, store and analyze their own work. Receiving prompt feedback from teacher will allow students to self-evaluate where they need to improve. A more organized classroom will help the students to learn organization themselves. Group work can be some of the most productive work the students do, if they are properly trained. Clear guidelines must be used ( I use a three strike rule and then you are working independently) and when given a group assignment - especially something built for groups (like a logic puzzle) the students will rely more on each other than the teacher. That is where the real learning and remembering happens - when they are debating with each other - not just listening to the teacher. As the teacher becomes more comfortable with the technology it becomes more useful in her classroom. Students tend to be more engaged when technology is effectively used. The same assignment that would seem tedious and boring develops new curiosity in students when wrapped in a technological package. Teacher Will: Validate students’ understanding of concepts and support their ideas Actions to take:
Resist the urge to give the answer and instead learn to ask probing questions
Always compliment a student when they pick up on something no one else has yet Actions to take:
Make respect for teacher and other students a paramount requirement for the class
Teacher should consider if the student has a valid perspective even if it does not follow the point the teacher wishes to make Citation:
Brahier, Daniel. Teaching Secondary and Middle School Mathematics. Fourth Edition. Boston: Pearson, 2013. 59. Print. Results Results Results Results Teacher Will: Ensure student engagement during independent work Actions to take:
Teacher will circulate the room the entire assignment
Give helpful hints to students who are truly stuck, encouragement to those that want to give up, and stern reminders to those that choose to be lazy Actions to take:
Hold students accountable with something more than grades - try use immediate consequences and rewards whenever possible
Get to know which students work well together or are strong student tutors and try to mix up groups often in order to keep anyone from too comfortable or burnt out Teacher Will: Ensure student engagement in small groups and during collaborative work Teacher Will: Develop detailed procedures for implementing and using technology Actions to take:
Develop an accountability system for technology (ie: assigning numbered calculators)
Seek out training for all available and useful technology for her classroom
Use technology in every part of her lesson plans as much as would be beneficial for further learning
Teacher Will: Develop a system for the organization, distribution, and collection of materials Actions to take:
Have clearly labeled, easily accessible student work folders
Develop filing system that works with your habits
Evaluate and return student work within a week of receiving When a teacher respects everyone's opinions (without letting the students misuse it to disrespect her) more students become willing to participate. As the teacher opens her mind up to the comments and perspectives of the class the students can actually teach her a new way of looking at the problem or at least let her know where the common misconceptions lie. Students (especially those weak in math) tend to balk at independent work. Independent work should be sparingly used so that students do not burn out on it and therefore are more responsive to the below actions to continue trying. Encouragement to continue trying tends to keep students motivated longer than the other two.
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